Cook V, Fuller J H, Evans D E
Barts and the London School of Medicine and Dentistry, Centre for Medical Education, Whitechapel, London.
Educ Health (Abingdon). 2010 Aug;23(2):415. Epub 2010 Jul 27.
In the United Kingdom (UK), learning about teaching is an integral part of the General Medical Council's recommendations for the undergraduate medical curriculum. Yet often, implementing this aspect of learning presents a challenge to curriculum organisers in terms of content, timing and student interest. PROGRAMME OBJECTIVES AND STRUCTURE: The Doctors as Teachers and Educators (DATE) programme was set up at Barts and the London School of Medicine and Dentistry specifically to meet the requirements for development in teaching. Although largely practical, the two-day programme offers an introduction to educational theory and the teaching requirements for junior doctors in training. The methods used are lectures and group work within plenary sessions, followed by small group micro-teaching sessions. The DATE programme has now been undertaken by over 900 graduates.
We evaluated the Date programme by means of end-of-course questionnaires completed by two cohorts of students during the 2007/8 academic year and through the use of Nominal Group Technique in 2008/9. In line with the goals of the evaluation, the data on students' views were analysed to elicit self-reported learning and develop the programme.
Response rates of the two cohorts to the surveys were high (80% and 98%). Nearly 100% of the students reported through the survey that they had gained confidence in teaching. In the nominal groups, students indicated that they had gained insight into educational principles like student-centredness and gained an appreciation for the nature of educational evidence and scholarship. They challenged the curriculum organisers to achieve an appropriate balance between theory and practice.
A programme about teaching at the undergraduate medical level can be well-received by students; the DATE model could be transferred to other international contexts.
在英国，学习教学是英国医学总会对本科医学课程建议的一个组成部分。然而，在内容、时间安排和学生兴趣方面，实施这一学习环节对课程组织者来说往往是一项挑战。
“医生即教师与教育工作者”（DATE）项目是在巴茨和伦敦医学院及牙科学院设立的，专门为满足教学发展的要求。尽管该项目主要是实践性的，但为期两天的课程介绍了教育理论以及实习初级医生的教学要求。所采用的方法包括全体会议中的讲座和小组活动，随后是小组微格教学环节。DATE项目现已被900多名毕业生参加。
我们通过2007/8学年两组学生填写的课程结束调查问卷以及2008/9年使用名义群体技术对DATE项目进行了评估。根据评估目标，对学生观点的数据进行了分析，以得出自我报告的学习情况并改进该项目。
两组学生对调查的回复率很高（分别为80%和98%）。近100%的学生通过调查表示他们在教学方面获得了信心。在名义群体中，学生们表示他们对以学生为中心等教育原则有了深入了解，并对教育证据和学术的本质有了认识。他们要求课程组织者在理论与实践之间取得适当平衡。
一个本科医学层面的教学项目能够受到学生的欢迎；DATE模式可以推广到其他国际环境中。
